Behavioral Specialist jobs at Arizona Autism Charter Schools

Teaching - Elementary/Reading Intervention Specialist Date Available: 07/17/2025 Closing Date: Until Filled Position Title: Reading Intervention Specialist Location: School Site Reports To: Principal Supervises: None Classification: Certified Status: Full-time FLSA Status: Exempt Benefit Eligible: Yes Work Year: 188 days / 10 months Salary: See lhusd.org website Qualifications Valid appropriate Arizona Teacher Certificate: Reading Endorsement Master's Degree in Education preferred Elementary education, Reading Education, Early Childhood Education preferred Five years successful experience as a classroom teacher or reading specialist Evidence of comprehensive knowledge of current reading trends and the methodologies IVP fingerprint clearance card through AZ Department of Public Safety Function Provide specialized instruction to struggling readers in elementary schools Assist teachers in the interpretation of DIBLES and other diagnostic assessments as they relate to interventions needed Assist teachers in scheduling individuals or groups of students for intervention Work with Literacy Coaches to provide professional development opportunities for teachers Communicate effectively with the District Literacy Coaches and State/County Reading Specialists Act as a liaison to ongoing after school tutoring programs Assume reasonable and equitable job-related duties as assigned by the Director of Educational Services Work with ELL coordinators to provide any appropriate interventions for ELL students who are struggling readers Serve in an assistive role to teachers, with no teacher evaluation responsibilities Responsibilities and Requirements Administration and interpretation of DIBELS Ability to apply research on effective practices for struggling readers Knowledge of how to target student-specific interventions Ability to use assessment data to monitor learning and guide instruction Knowledge of systematic, explicit phonics instruction Knowledge of how to assess decoding ability Knowledge of how to respond to oral reading errors in ways appropriate to the error, the purpose of the particular lesson, and the needs of the learner Knowledge of how to assess and develop fluency in reading Knowledge of how to teach spelling in ways that enhance decoding, strengthen visual imagery and give appropriate emphasis to spelling rules and patterns Knowledge of how to increase vocabulary and oral language Knowledge of pre-reading strategies, strategies during reading, and strategies after reading which builds comprehension in all kinds of texts Knowledge of explicit instruction in teaching comprehension Effective written and oral communication skills Ability to use educational technology Effective public relations skills necessary to implement new programs STAFF PERSONNEL MEETINGS: attend staff meetings and district in-service programs COMMITTEES: serve on committees as requested TEAM MEMBER: be responsible for own involvement as contributing member involving group decision making and the development of a positive, cooperative building environment STUDENT PERSONNEL HEALTH & WELFARE: identify and refer unusual student behavior to appropriate specialists; report to the nurse any injury or illness to a student or self OPERATIONS POLICIES & REGULATIONS: know and observe board policies and regulations TEACHER ABSENCE: advise administration in accordance with district policy BOOKS & SUPPLIES: account for school and district property, as required EMERGENCY PROCEDURES: follow school regulations regarding emergency procedures ATTENDANCE: report to work daily at times assigned and remain on thru time prescribed in district policy OTHER HEALTH: responsible for performing those duties which protect the health and safety of students and employees OTHER DUTIES: responsible for performing other job-related duties as assigned by the Building Principal Physical Demands and Work Environment Physical Effort Repetitive motion and eye strain through extensive utilization of computer hardware and software May require lifting materials and supplies weighing up to 25 pounds Other Information Must be able to pass a fingerprint clearance and background check EEOC Lake Havasu Unified School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetic information, veteran status, or any other characteristic protected by federal, state or local laws. This job description is intended to accurately reflect the position activities and requirements. Administrators and supervisors reserve the right to modify, add, or remove duties and assign other duties as necessary. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position.

Certified/Behavioral Specialist To view the complete job description, select the Job Title listed under 'attachments'. Attachment(s): Behavior Specialist.pdf

Job DescriptionLocation: Chandler, AZ 85225Date Posted: 11/30/2025Category: Public SchoolEducation: Masters Degree Welcome to Kaleidoscope ABA Therapy, where passion meets purpose! If you're a dedicated Board Certified Behavior Analyst (BCBA) seeking a dynamic and rewarding environment, join us in shaping positive transformations. At Kaleidoscope, we believe in the power of 1:1 applied behavior analysis to create meaningful changes in the lives of children. Unleash your expertise with us and be part of a team committed to fostering growth, empowerment, and lasting impact. Your journey towards making a difference starts here! Kaleidoscope ABA also offers supervision for individuals pursuing their BCBA. Position Description Kaleidoscope ABA is looking to hire a Center-based BCBA. As a crucial member of our team, you will play a pivotal role in designing client programming that is ethical, appropriately individualized and implemented with integrity. At Kaleidoscope, we take pride in our one-on-one therapy model, providing you with the opportunity to make a direct and lasting impact on the lives of those we serve. Collaborate with a passionate team, leverage your BCBA skills, and be part of a supportive environment dedicated to unlocking the full potential of every individual. The BCBA will deliver direct supervision to their BTs/RBTs as well as manage and supervise a small caseload of 4-6 clients. The BCBA will regularly review data collected in sessions with staff and family, interpret the results, and modify the individualized treatment plan accordingly. The BCBA will provide supervision by observing and having team meetings with the staff and the families. Additionally, BCBAs will consult with the family regarding any concerns related to treatment, behavior modification or staff. The BCBAs at Kaleidoscope ABA will be provided the support of their Clinical Manager; assistance which includes administrative support, scheduling help and general assistance with the BCBA's caseload. This oversight will provide the support needed for the BCBA as they grow in their career. Key Benefits and Advantages " Attractive Benefits Plan " Potential discretionary income: Up to $6000 annual incentive bonus (paid monthly) " Full-Time Mon-Friday schedule; NO weekends or late nights " Small caseload " Laptop provided " Medical, Dental, Vision Insurance " 8 Paid Holidays + 16 PTO Days (6 sick, 10 vacation) " Disability. Life, and other Voluntary benefits " 401K with match Location and Hours BCBAs are in the Center Monday - Friday. Opportunities are available throughout NJ, PA, DE, MA, VA, CT and AZ. Required Experience and Education " Obtained certification as a Board-Certified Behavior Analyst (BCBA) as verified through the Behavior Analyst Certification Board. " Knowledge of appropriate behavioral intervention strategies, earning theories and instructional methods, ethics, laws, and regulations of acceptable behavior interventions. " It is an essential function to be able to meet the rigorous demands of the job, which may include long periods of standing, sitting, following, pushing/pulling equipment, and/or lifting. Note: This role requires the ability to spend a significant amount of time crouching, crawling, and engaging with children on the floor or standing for long periods. About Us Kaleidoscope ABA has been in business for over 20 years and has 35 locations across the country. Join a growing team looking to make a difference in the lives of children. Kaleidoscope ABA Therapy Services is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. Title: Behavior Analyst Board Certified (BCBA) Class: OtherType: PERMANENT ONLYRef. No.: 1293489-20BC: #KES301 Company: Kaleidoscope Education SolutionsContract Contact: Contract Submit AZOffice Email: *************** Office Phone: ************ Office Address: 10201 S. 51st Street Suite 100 Phoenix, AZ 85044 About Us: Kaleidoscope Education Solutions is a referral agency for professionals seeking supplemental K12 education marketplace opportunities. Registering with Kaleidoscope Education Solutions is not a guarantee that opportunities will be available and/or located. All professionals contracting through Kaleidoscope Education Solutions are classified and compensated as self-employed independent contractors.

Classified Support Staff/Behavior Intervention Specialist General Description: Under the direction of the special education teacher, the behavior coach will provide assistance to children who are in a special education program. Qualifications: Experience working with emotionally/behaviorally disabled/disordered students in a school, mental health, or hospital setting preferred Knowledge of child development concepts and practices Must have a high school diploma or equivalent Must possess a valid Arizona IVP Fingerprint Clearance card Crisis Prevention Intervention certification (offered at the district) First Aid and CPR training certification (offered at the district) Duties and Responsibilities: To work intensively with those students who have been unable to function effectively in the classroom and to immediately deal with individual student behavioral/emotional problems. Communicates reality-based problem solving techniques to students. Completes and maintains Crisis Prevention Intervention (CPI) certification. Completes and maintains First Aid and CPR training certification. Assists in developing and administering educational programs for behaviorally/emotionally and/or academically challenged students. Assists teachers in the classroom by interacting with students who are disruptive, off task, or exhibiting other emotional needs, which are interfering with the student's progress within the classroom. Prepares or assists in the preparation of a variety of logs, reports, files, reviews, etc. Escort children to the bus, time-out, the nurse's office, and across campus. Facilitate decision-making and communication between students and teachers. Follows District Policies, procedures, and directives in a timely and appropriate manner. Performs other duties as assigned. Calendar: 10 Months; 35hrs/week Salary Range: Classifed Salary Schedule / Per Year Salary Schedule * 25/26 SALARY SCHEDULE PENDING BOARD APPROVAL - FEBUARY 2025 Shift Type: Full-Time

Classified Support Staff/Behavior Intervention Specialist General Description: Under the direction of the special education teacher, the behavior coach will provide assistance to children who are in a special education program. Qualifications: Experience working with emotionally/behaviorally disabled/disordered students in a school, mental health, or hospital setting preferred Knowledge of child development concepts and practices Must have a high school diploma or equivalent Must possess a valid Arizona IVP Fingerprint Clearance card Crisis Prevention Intervention certification (offered at the district) First Aid and CPR training certification (offered at the district) Duties and Responsibilities: To work intensively with those students who have been unable to function effectively in the classroom and to immediately deal with individual student behavioral/emotional problems. Communicates reality-based problem solving techniques to students. Completes and maintains Crisis Prevention Intervention (CPI) certification. Completes and maintains First Aid and CPR training certification. Assists in developing and administering educational programs for behaviorally/emotionally and/or academically challenged students. Assists teachers in the classroom by interacting with students who are disruptive, off task, or exhibiting other emotional needs, which are interfering with the student's progress within the classroom. Prepares or assists in the preparation of a variety of logs, reports, files, reviews, etc. Escort children to the bus, time-out, the nurse's office, and across campus. Facilitate decision-making and communication between students and teachers. Follows District Policies, procedures, and directives in a timely and appropriate manner. Performs other duties as assigned. Calendar: 10 Months; 40hrs/week Salary Range: $16.17 - $19.70/hour based on the 2025/2026 Salary Schedule Shift Type: Full-Time

Special Services/Special Services Instructional Coach Date Available: 10/27/2025 GENERAL STATEMENT OF RESPONSIBILITIES: Provides consultation, training, and supportive interventions to educators, staff, and students to affect positive behavioral changes in general education and special education classrooms. Complies with Federal, State, and District policies, regulations, and procedures.. RESPONSIBILITIES AND DUTIES Provides ongoing consultation/coaching to individual student teams (educators, staff, and parents) in behavioral analysis, trauma-informed practices, and evidence-based practices for students with behavioral challenges Collaborates with and supports educators and other staff to complete FBAs, implement BIPs, collect and analyze data, and make recommendations for adjusting learning plans as necessary Models and coaches staff on plan implementation and effective management strategies to increase engagement in Positive Behavioral Intervention and Supports (PBIS) and multi-tiered system (universal, targeted, and intensive) Assists individual student teams in coordinating resources with community mental health agencies Conducts ongoing professional development, workshops, and in-service presentations in classroom management techniques and other topics for the purpose of developing skills and establishing effective relationships with students with behavioral and mental health needs Provides ongoing consultation to all District staff; models appropriate techniques and supports evidence- based practice to individual student teams Participates in a variety of professional meetings, workshops and committees for the purpose of conveying and/or gathering information required to perform the functions of the job and remaining knowledgeable with best practice and District guidelines Assists staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents. Develops a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings. Participates in proactive team efforts to achieve District, building, program, and/or grade-level goals Assists with the Child Study Team to appropriately identify specific or specialized instructional and behavioral needs of students. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. Strives to maintain and improve professional competence including but not limited to instructional delivery in an online setting. Ensures availability during all contract times, attends staff meetings, participates in professional learning and collaborative teams, and serves on staff committees as required. Identifies the social emotional needs of students and designs lessons and activities to build social emotional skill competencies. Collaborates with other professional staff members to assess and provide supports for the learning, social emotional, behavioral, and health needs of students. Other duties may be assigned. MINIMUM QUALIFICATIONS AND EXPERIENCE Masters Degree in psychology, education, or related field (preferred) Relevant and appropriate certification in related field (psychology, certified teaching, behavior intervention) Minimum of five years successful classroom teaching experience (preferred, K-8) Successful teaching experience in working directly with students with challenging behaviors (preferred) Expert knowledge of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing more appropriate behavior Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function -based interventions, and Behavior Intervention Plans (BIP). Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students Valid Arizona Fingerprint Clearance Card OTHER REQUIREMENTS: Expert knowledge in research-based instructional strategies and ability to implement them effectively Exceptional knowledge in the use of technology to support instruction Demonstrated ability to plan and evaluate strategies for improving instruction Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to show this philosophy Effective organizational and time-management skills Ability to uphold confidentiality and manage sensitive situations with tact and diplomacy Excellent verbal and written communication skills (effectively communicating policy and procedure, delivering difficult or sensitive information, etc.) Demonstrated ability to work effectively with employees, community, and staff Such alternatives to the above qualifications as the Board may find appropriate and acceptable ESSENTIAL DUTIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. PHYSICAL AND WORK ENVIRONMENT: The employee regularly works indoors. The noise level in the work environment is usually moderate. The duties and responsibilities identified in this position description are illustrative only and are in no way intended to be a complete list of activities that may be required of an incumbent. TERMS OF EMPLOYMENT Exempt Status 10 Months/40 hours per week Sick/Personal Leave Health Benefits Participation in Arizona State Retirement System (ASRS) SUPERVISED BY Executive Director of Special Services COMPENSATION Placement on the Governing Board Approved Certified Non-Teaching Salary Schedule. APPLICATION PROCEDURE Apply Online

Instructional Assistant/Behavior Specialist Attachment(s): 25-26 Salary Placement Schedule - Support Staff.pdf Behavior Specialist.pdf

Student Services/Registered Behavior Technician Date Available: 10/21/2025 Closing Date: Until Filled Position Title: Registered Behavior Technician Location: Special Education Reports To: Director of Special Education Supervises: None Classification: Classified Status: Full-time FLSA Status: Non-Exempt Benefit Eligible: Yes Work Year: 10 months Salary: See lhusd.org website Qualifications High School Diploma or Equivalent Current Registered Behavior Technician (RBT) certification OR willingness to obtain within 90 days from hire date. Experience working with children or individuals with developmental disabilities, including autism. Knowledge of Applied Behavior Analysis (ABA) principles and behavioral intervention techniques. Familiarity with instructional strategies, developmental stages, and special education procedures. Strong communication, collaboration, and problem-solving skills. Ability to work effectively as part of a multidisciplinary team. IVP fingerprint clearance card through AZ Department of Public Safety TB Clearance and proof of required immunizations Function The Registered Behavior Technician (RBT) provides direct support to students receiving social-emotional and behavioral services in special education and general education settings. Under the supervision of a Board Certified Behavior Analyst (BCBA) and district staff, the RBT implements Applied Behavior Analysis (ABA) principles, behavior intervention plans (BIPs), and skill acquisition programs to promote student independence, learning, and positive behavior. This position plays an essential role in improving student outcomes, supporting classroom management, and collaborating with educators and families to ensure a safe, supportive, and inclusive learning environment. Responsibilities and Requirements Implement individualized behavior intervention plans and skill acquisition programs as developed by the supervising BCBA and/or special education team. Provide direct intervention in classroom, small group, or 1:1 settings using ABA-based strategies. Collect, record, and report accurate data on student behavior and skill development. Assist students with Activities of Daily Living (ADLs) and functional skills to promote independence. Support teachers and staff with behavior management strategies and positive reinforcement techniques. Collaborate with BCBAs, teachers, parents, and related service providers to support holistic student development. Actively engage in professional development and district training, including Non-Violent Crisis Prevention Intervention and QBS Safety Care. Participate in team meetings, IEP reviews, and debriefings of significant behavioral incidents. Respond appropriately to behavioral escalations, including the use of approved de-escalation and crisis intervention techniques. Maintain strict confidentiality in accordance with district policy, IDEA, HIPAA, and FERPA regulations. Provide a safe, supportive, and inclusive environment for all students. STAFF PERSONNEL MEETINGS: Attend department meetings and district in-service programs COMMITTEES: Serve on committees as requested TEAM MEMBER: Responsible for self-involvement as contributing member involving group decision making and the development of a positive, cooperative building environment. ATTENDANCE: Report to work at times assigned and remain on through time prescribed in district policy OPERATIONS HEALTH AND WELFARE: Identify and refer unusual student behavior to appropriate specialists; report to the nurse any injury or illness to a student or self. POLICIES & REGULATIONS: Know and observe board policies and regulations. BOOKS & SUPPLIES: Account for school and district property, as required. EMERGENCY PROCEDURES: Follow school regulations regarding emergency procedures. Physical Demands and Work Environment Physical Effort Repetitive motion and eye strain through extensive utilization of computer hardware and software May require lifting materials and supplies weighing up to 25 pounds. Other Information HEALTH: Responsible for performing those duties which protect the health and safety of students and employees OTHER DUTIES: Responsible for performing other job-related duties as assigned. Position contingent upon continued grant funding EEOC Lake Havasu Unified School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetic information, veteran status, or any other characteristic protected by federal, state or local laws. This job description is intended to accurately reflect the position activities and requirements. Administrators and supervisors reserve the right to modify, add, or remove duties and assign other duties as necessary. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position.

25/26 SY - BEHAVIORAL INTERVENTION SPECIALIST (CC #139696) JobID: 14437 Certified-Non Teacher/BEHAVIOR INTERVENTION SPECIALIST Additional Information: Show/Hide Phoenix Union High School District No. 210 4502 North Central Avenue Phoenix, Arizona 85012 Equal Opportunity Employer POSITION TITLE: Behavior Intervention Specialist/TOA DIVISION: Curriculum WORK YEAR: 9 Months DEPARTMENT: ESP LOCATION: CES SALARY SCHEDULE: Teacher GENERAL STATEMENT OF RESPONSIBILITIES: The Behavior Intervention Specialist is responsible for recommending, developing and implementing behavior strategies for students to classroom teachers. The specialist participates in Individualized Education Program, Program development, consults with, and acts as a resource to, general and special education staff recommending strategies and classroom modifications. MAJOR DUTIES: * Observe students in classroom, collect data, and make recommendations for Functional Behavior Assessments. * Participate as a member of the Individualized Education Program Team to conduct Functional Behavior Assessments and develop Functional Behavior Plans. Document student's present levels of behavior performance as requested. * Consult with general and special education staff and recommend strategies to implement the Functional Behavior Plan. * Provide inservices on positive behavior strategies. * Act as a resource for campus staff on modifying classroom instruction and developing behavior intervention strategies for staff to employ with individual students. * Consult with parents regarding their student's behavior, coordinating school interventions with parental interventions at home, and keeping parents apprised of the student's progress. * Upon request, work with the dean of Students, student study teams, threat assessment teams and other intervention personnel regarding training, development of programs, placement alternatives and other interventions to ensure that student behaviors are appropriately addressed. * Maintain a log of contacts with students and staff, interventions employed and the result of those interventions. * Other duties related to behavior intervention as assigned by supervisors. QUALIFICATIONS: * Possess a Master's Degree * Have a certification in Special Education, school psychology or social work. * Have three years experience working with high school students with challenging behaviors. * Possess skills in conducting Functional Behavior Assessments and developing and implementing Functional Behavior Plans. * Possess skills to effectively manage problem student's behavior and train staff / teachers to do the same. SUPERVISION RECEIVED: Supervision received directly from the school Principal and indirectly from the Director, Exceptional Student Programs. SUPERVISION GIVEN: None PREPARED BY: REVIEWED BY: REVIEWED BY: JOB NUMBER: EFFECTIVE DATE: Joint Committee CTA NG Employee Relations 2219 11/01

Certified-Non Teacher/BEHAVIOR INTERVENTION SPECIALIST Phoenix Union High School District No. 210 4502 North Central Avenue Phoenix, Arizona 85012 Equal Opportunity Employer POSITION TITLE: Behavior Intervention Specialist/TOA DIVISION: Curriculum WORK YEAR: 9 Months DEPARTMENT: ESP LOCATION: CES SALARY SCHEDULE: Teacher GENERAL STATEMENT OF RESPONSIBILITIES: The Behavior Intervention Specialist is responsible for recommending, developing and implementing behavior strategies for students to classroom teachers. The specialist participates in Individualized Education Program, Program development, consults with, and acts as a resource to, general and special education staff recommending strategies and classroom modifications. MAJOR DUTIES: Observe students in classroom, collect data, and make recommendations for Functional Behavior Assessments. Participate as a member of the Individualized Education Program Team to conduct Functional Behavior Assessments and develop Functional Behavior Plans. Document student's present levels of behavior performance as requested. Consult with general and special education staff and recommend strategies to implement the Functional Behavior Plan. Provide inservices on positive behavior strategies. Act as a resource for campus staff on modifying classroom instruction and developing behavior intervention strategies for staff to employ with individual students. Consult with parents regarding their student's behavior, coordinating school interventions with parental interventions at home, and keeping parents apprised of the student's progress. Upon request, work with the dean of Students, student study teams, threat assessment teams and other intervention personnel regarding training, development of programs, placement alternatives and other interventions to ensure that student behaviors are appropriately addressed. Maintain a log of contacts with students and staff, interventions employed and the result of those interventions. Other duties related to behavior intervention as assigned by supervisors. QUALIFICATIONS: Possess a Master's Degree Have a certification in Special Education, school psychology or social work. Have three years experience working with high school students with challenging behaviors. Possess skills in conducting Functional Behavior Assessments and developing and implementing Functional Behavior Plans. Possess skills to effectively manage problem student's behavior and train staff / teachers to do the same. SUPERVISION RECEIVED: Supervision received directly from the school Principal and indirectly from the Director, Exceptional Student Programs. SUPERVISION GIVEN: None PREPARED BY: REVIEWED BY: REVIEWED BY: JOB NUMBER: EFFECTIVE DATE: Joint Committee CTA NG Employee Relations 2219 11/01

Pay Grade: BCBA System Department: Administrative Services Accountable To: Assistant Superintendent of Administrative Services FLSA Status: Exempt Calendar: 220 Days Summary: In general direction, incumbent is a school professional designated to work with school teams for behavioral and instructional support to maximize student achievement and social emotional growth. The role of the BCBA is to affect behavior change and provide systemic training, support, and oversight in the implementation of behavior strategies and intervention plans. Essential Functions: Conducts informal observation and data collection to facilitate the development of behavioral interventions. Consults with administration, teachers, and staff on comprehensive campuses to develop targeted interventions for students when the school teams need to explore alternative strategies. Provides follow up support to school based staff on the training, implementation, and evaluation of positive behavior intervention plans. Provides leadership and supervision to assigned behavior lead assistants. Demonstrates knowledge and understanding of a variety of assessment methods and tools and the ability to apply the data to improve curriculum and instruction in the assigned program area. Models direct, explicit systematic instruction including effective teaching techniques and strategies. Provides on-site consultation regarding students identified with behavioral concerns. Monitors students in general and special education classrooms and consults with teachers regarding student progress. Assists teams in conducting Functional Behavior Analyses (FBA) to identify functions of student behaviors. Recommends and applies positive behavior interventions and supports. Assists teams with the development and implementation with fidelity of Behavioral Intervention Plans (BIP). Develops materials and behavioral management strategies to support safe and healthy learning environments. Participates in Multi-disciplinary Conferences, IEP meetings and parent conferences as appropriate. Consults with parents, staff and outside agencies as appropriate or necessary. Attends required department and campus meetings. Monitors students in inclusive and special school settings. Consults with general and special education teachers regarding student progress and management. Recommends ways to integrate behavioral goals and objectives into daily classroom and home activities. Exhibit professional attitude, appearance, and demeanor. Othe job-related duties as assigned. Required Qualifications: To be eligible for this position, an applicant must meet the following required qualifications. Verification of these required qualifications is necessary. Completion of an approved Verified Course Sequence in applied behavior analysis; Holds current, valid BCBA certification through the BACB. Applicant must be in good standing. Holds current, valid Behavior Analyst license in the state of Arizona through the Arizona Board of Psychologist Examiners. Applicant must be in good standing. Master's degree or higher in Applied Behavior Behavior Analysis or related field; Two years working with students with behavioral needs. Preferred Qualifications: It is preferred that applicant possesses the following preferred qualifications; however, the following qualifications are not required to be eligible for this position. Possession of valid Arizona special education teaching certificate; possession of a valid Arizona teaching certificate or special education teaching certificate; Two years of experience as a Board Certified Behavior Analyst. Knowledge and Skills Required: To perform the job successfully, an individual must be able to perform each essential duty satisfactorily. The qualifications for this job description are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Skills required, but not limited to, for this position include: Working with students with behavioral needs; Knowing planning and organizational techniques; Preparing and providing presentations; Understanding the principles of applied behavior analysis including the development of functional behavior assessments and positive behavior intervention plans; Understanding IEP implementation and ability to interpret them to general education teachers and staff; Developing and delivering professional development for administration, teachers, and staff; Working knowledge of district, state, and federal special education rules, regulations, and procedures; Working knowledge of Arizona standards and skills in adapting curriculum for students with disabilities; Developing and maintaining cooperative and effective professional relationships with teachers, administrators, parents, students; Using computer software related programs; Engaging and encouraging communication skills while interacting with supervisors, staff, parents, students, etc. to exchange information. Physical Requirements: The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit and use hands to finger, handle, or feel. The employee frequently is required to talk or hear. The employee is occasionally required to stand; walk; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, color vision, and ability to adjust focus. Working Conditions: The working environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The noise level in the work environment is usually moderate. The Washington Elementary School District is an Equal Employment Opportunity Employer in compliance with Title VI of the Civil Rights Act of 1964, Civil Rights Act Title VII of 1972, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Washington Elementary School District does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identify or expression, disability or age in employment or in any of its educational programs or in the provisions of benefits and services to students. For information regarding discrimination grievance or complaint procedures contact the Executive Director for Human Resources at ************.

REPORTS TO Principal FLSA STATUS Non-exempt SUPERVISES No JOB FAMILY Instructional Support FTE 0.875 WORK CALENDAR 195 GRADE L APPROVED 02/03/2016 REVISED 9/16/2019 SUMMARY: Assist the Special Education Teacher with the education, care and development of students with severe emotional disabilities and other significant disabilities. ESSENTIAL DUTIES AND RESPONSIBILITIES: Provides behavioral, instructional, vocational and developmental assistance to students who are disabled as prescribed by the supervising teacher or other certified professional. Applies basic practices of effective behavioral management, and assists in the teaching of problem solving skills to students as prescribed by the supervising teacher, guidance counselor or administrator. Assists with behavior management programs including monitoring and charting behaviors specific to individual behavior plans. Provides assistance in the learning area in dealing with behavioral issues by applying crisis intervention to students with aggressive behavior and restraining violent students as needed. Maintains all aspects and provisions of confidentiality related to Family Educational Rights and Privacy Act (FERPA). Assists the teacher in implementing the Individualized Education Program (IEP). Serves as a floater to various learning areas to assist in maintaining appropriate behaviors; responds to all crisis calls, assesses the situation, and follows through accordingly. Maintains accurate and complete records of student activities and behavior which may require the use of a computer terminal to enter student information and data; completes applicable forms, schedules and instructional reports as directed. Assists in the preparation of lesson plans, behavior modification plans, and teacher's pre-planning sessions; provides input and assistance in the development of learning activities; prepares or assists in the preparation of instructional and vocational materials. Attends district professional development classes. Participates in the Medicaid reimbursement program which includes maintaining logs on students and attending scheduled training. Assists students with activities of daily living, to including hygiene and toileting. Establish and maintain good rapport with students, employees, community members and vendors. Maintains a high level of ethical behavior and confidentiality. Other job related duties as assigned. EDUCATION AND EXPERIENCE: High school diploma or G.E.D. AA degree OR 60 college credit hours OR successful completion of Dysart approved exam. LICENSING/CERTIFICATIONS: Valid CPR First Aid certification. Obtain and maintain a valid Arizona Identity Verified Prints (IVP) Fingerprint Clearance Card (AZ IVP FPCC) Obtain and maintain Non-Violent Crisis Intervention (NCI) certification. KNOWLEDGE OF: Adding, subtracting, multiplying and dividing in all units of measure using whole numbers, common fractions and decimals. Reading and interpreting general documents such as employee handbooks and safety/training manuals. Writing general correspondence and speak effectively with others. Standard practices, methods and materials of assigned work. Filing and record-keeping principles. Uses and properties of supplies and equipment. Applicable federal, state and local laws, codes, regulations. Customer service principles. Specialized equipment relevant to area of assignment. Modern office technology. SKILL IN: Interpreting and applying applicable laws, codes, regulations and standards Providing customer service. Maintaining confidentiality. Utilizing a computer and relevant software applications. Utilizing communication and interpersonal skills as applied to interaction with coworkers, supervisors, the general public and others to sufficiently exchange or convey information and to receive work direction. ADA AND OTHER REQUIREMENTS: Positions in this class typically require: reaching, standing, walking, fingering, grasping, talking, hearing, seeing and repetitive motions. Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Working Conditions: Work is routinely performed in an indoor classroom environment. The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed by this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. The Dysart Unified School District is an Equal Employment Opportunity Employer in compliance with Title VI of the Civil Rights Act of 1964, Civil Rights Act Title VII of 1972, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Dysart Unified School District does not discriminate on the basis of race, color, religion, national origin, sex, disability or age in employment or in any of its educational programs or in the provisions of benefits and services to students.

Related Services/Behavior Interventionist Date Available: 2025-2026 SY Closing Date: Until Filled Position Title: Behavior Interventionist 25/26 School Year Department: Special Education Supervisor: Principal and/or Directors of Special Education Term of Employment: 9 months Salary Classification: Teacher Salary Schedule Job Summary: Provides consultation, participates in developing Functional Behavior Assessments and Behavior Intervention Plans, designs interventions, and provides specially designed instruction and related services and supports to students who have behavioral needs in the school setting. The Behavior Interventionist provides supports to school teams throughout the multi-tiered system of supports. They also collect data and provide community resources to parents as team members. Essential Functions: Essential functions, as defined under the Americans with Disabilities Act, may include, but are not limited to, the following tasks, duties, knowledge, skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and tasks performed by incumbents in this class. ESSENTIAL DUTIES AND RESPONSIBILITIES generally include the following. Other duties may be assigned: Act as a resource to the Child Study Team, Problem Solving Team, and District Threat Assessment Team for a student who exhibits social/emotional/behavioral difficulties. Completes classroom observations for students exhibiting social/emotional/behavioral needs. Assists the general education teacher in supporting students that exhibit social/emotional/behavioral needs within the general education setting. Participates as a member of the Multidisciplinary Evaluation Team (MET) to determine if a student has social/emotional/behavioral needs or meets eligibility criteria. Participates in Individual Education Plan (IEP) team meetings to collaborate on initial, annual, and review IEPs for a student with social/emotional/behavioral needs. Implements and provides the specially designed instruction and/or related services of social/emotional/behavioral support written in students' IEPs. Consults and/or writes contracts or Behavior Intervention Plans and conducts fidelity checks. Assists teachers and staff in implementation of contracts or Behavior Intervention Plans. Consults with administration and staff on alternatives to suspension. Conducts, participates and collaborates on Functional Behavioral Assessments (FBA). Develops and/or monitors progress toward behavior goals in the frequency indicated on the IEPs and provides communication to students' parents/guardians (at least quarterly) as required by IDEA. Completes and updates census information on an ongoing basis. Attends required Behavior Health Specialists department meetings and trainings. Works with school staff to establish a schedule to provide student services. Creates a safe environment conducive to student learning. Performs other duties as assigned or required. KNOWLEDGE AND SKILLS: Knowledge of applicable federal, state, county and city statutes, rules, policies and procedures. Knowledge of applicable Peoria Unified School District and departmental policies and procedures. Knowledge of Special Education Policy and Procedure Manual. Knowledge of best practices in implementing behavioral interventions. Skill in working with multiple sites and administrators. Skill in establishing and maintaining effective working relations with co-workers, vendors, students, parents, the general public and others having business with the school district. Skill in self-reflection to monitor and adjust behavior programs as needed. Skill in operating a personal computer/tablet, utilizing a variety of software applications. MINIMUM QUALIFICATIONS: Master's degree in one of the following areas: Guidance Counseling, Psychology, Social Work, Counseling, or Applied Behavior Analysis AND State certification from ADE in at least one of the following areas: Guidance Counseling, Social Work, Special Education, or General Education A minimum of 2 years of experience working with children with disabilities is desired. OTHER REQUIREMENTS: Must be able to pass a background clearance check. Must be able to obtain and maintain IVP fingerprint clearance card. Must be able to obtain and maintain an Arizona driver's license. May be required to lift and carry heavy, bulky supplies and materials weighing up to 20 pounds. May be required to lift students weighing up to 60 pounds. May be required to restrain students using approved techniques. May be required to work outside normal working hours. May be required to travel to perform work functions. Must be able to pass classes in and get a current certification in CPI, First Aid, CPR and Medicaid billing.

Immediate openings for Permanent Substitute Teacher at all school sites. * Agree to Sign a Contract * Paid Leave * Benefits * Option for Balance of Contract Contact Sonia Perez, Substitute Coordinator, at ************ if you have any questions. Qualifications Required: * Must be appropriately certified with a valid Standard Arizona certificate, or an Arizona Emergency Substitute certificate or Standard Substitute Teacher Certificate. * A minimum of 60 college credits or bachelor's degree. * Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card. * Be available for the certified teacher calendar days (187) at 7 hours per day. * Collaborates with Colleagues, Parents, and Others. * Engages in Professional Development and Responsibilities. Essential Functions * Permanent Substitute Teacher are expected to report to their assigned school site and cover for teachers, where needed on a daily basis. * A full-time Permanent Substitute Teacher agrees to be at their worksite 8 hours per day on their scheduled workdays. * Always supervise students. Under no circumstances should you leave the classroom unsupervised. If leaving the classroom is necessary, secure supervision first with the Front Office. * Permanent Substitute Teacher shall not be compensated for teacher class coverage unless they're temporarily placed as a long-term assignment. * If the Permanent Substitute Teacher fails to report to their assignment or resigns from employment with the District, effective prior to the end of the contract, Permanent Substitute Teacher agrees to pay the District the amount of five hundred ($500) as liquidated damages, and not as a penalty. * Applies knowledge of school law and district policy. * Permanent Substitute Teacher are expected to follow lesson plans. * Attendance on professional development days as determined by the Principal or District is mandatory. Professional development days may be scheduled prior to the first day of classes and during the school year. * Ability to effectively utilize digital applications and software such as Microsoft Office Suite, Synergy, Power Point, Nearpod, Teams, etc. * Permanent Substitute Teacher are expected to manage daily, the recording and publishing of student attendance on the district approved platform. * Assists in safety inspections and safety drill practice activities/safety plan preparation. * Assists in delivery of Site testing. * Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Classified - Site Based Positions/Behavioral Technician Description: To view the complete , select the Job Title listed under 'attachments'. Attachment(s): Behavioral Technician Job Description.pdf

CE Childcare Associate II - Lil' Pioneers Child Development Center Non-Interim FTE: 1.0, 8 Hours/day 9.5 month Contract Grade 19, $18.51/hr Dates: ASAP - 05/22/2026 Purpose Statement The job of CE Childcare Associate II is done for the purpose/s of providing support to the Community Education program within assigned classroom with specific responsibility for assisting site manager with planning of program and the supervision of staff and children; train childcare associates in Mascot Club; assisting with record keeping; and maintaining inventory of supplies and equipment to carry out program activities. This job reports to CE Childcare Associate V Essential Functions Administers immediate first aid and medical assistance as instructed by a health care professional (e.g. diapering, tube feeding, colostomy bag, medication, etc.) for the purpose of meeting immediate health care needs. Assists the site manager with organizing, planning and monitoring appropriate activities (e.g. games, art, music, science, language, nutrition, playground, washing hands, etc.) for the purpose of presenting and/or reinforcing play and academic concepts. Assists site manager in supervising staff and children for the purpose of ensuring efficient use of class time and maintaining a positive learning environment. Communicates with teachers, parents and staff of the host school for the purpose of assisting in evaluating progress and cultivating supportive relationships. Maintains equipment inventory for the purpose of providing an up-to-date reference and ensuring the availability of equipment when required. Monitors individual and/or groups of students in a variety of settings (e.g. snack time, group or individual games, playground activities, etc.) for the purpose of providing a safe and positive learning environment. Prepares logs, reports, and documents (e.g. monthly lesson plans, supply lists, behavioral/accident reports, etc.) for the purpose of assisting with record keeping for the site, conveying information, providing written reference, and/or meeting mandated requirements. Procures necessary supplies and materials for the purpose of maintaining availability of required items needed to carry out program activities. Trains childcare associates in Mascot Club (e.g. on district policies and the standards of school age quality, etc.) for the purpose of complying with program guidelines as articulated by the National School Age Care Alliance. Other Functions Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Job Requirements: Minimum Qualifications Skills, Knowledge and Abilities SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices; controlling and motivating students; preparing and maintaining accurate records. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: stages of child development; age appropriate activities; and positive reinforcement techniques; health standards. ABILITY is required to schedule activities; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing specific, defined processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with similar types of data; and utilize a variety of job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data may require independent interpretation; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; working as part of a team. Responsibility Responsibilities include: working under direct supervision using standardized procedures; leading, guiding, and/or coordinating others; utilization of some resources from other work units may be required to perform the job's functions. There is a continual opportunity to have some impact on the organization's services. Work Environment The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 50% sitting, 20% walking, and 30% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. Experience: Job related experience is desired. Education: High school diploma or equivalent. Equivalency: Must meet staff qualifications to be a facilities director under Section R9- 5-401 of the Arizona Administrative Code. Applicant must provide written documentation of one of the following: A. At least 12 months of child care experience, a high school or high school equivalency diploma, and: * Three credit hours or more in early childhood, child development, or a closely-related field from an accredited college or university, or * At least 30 actual hours of instruction, provided in conferences, seminars, lectures, or workshops in early childhood, child development, or a closely-related field; * B. At least 12 months of child care experience, and: * An N.A.C., C.D.A., or C.C.P. credential; or * At least 24 credit hours from an accredited college or university, including at least six credit hours in early childhood, child development, or a closely-related field; C. At least six months of child care experience and an associate degree from an accredited college or university in early childhood, child development, or a closely-related field; or D. At least three months of child care experience and a bachelor degree from an accredited college or university in early childhood, child development or a closely-related field. Required Documents Certificates and Licenses Level One Fingerprint Card - fee of $67 CPR Certificate Copy of MMR Vaccination Record First Aid Certificate Copy of High School Diploma Continuing Educ./Training CPR Certificate Renewal First Aid Certificate Renewal Clearances Criminal Background Clearance Valid Arizona DPS Level I IVP Fingerprint Clearance Card ***************************************** FLSA Status - Non Exempt Paradise Valley Unified School District does not discriminate on the basis of race, color, religion, national origin, age, sex or disability, in admission or access to, or treatment or employment in its programs and activities. Any person having inquiries concerning the School's compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (ADA), or Title II of the Genetic Information NonDiscrimination Act of 2008 (GINA) may contact the Assistant Superintendent of Human Resources.

* Forbes names Mesa Public Schools in their list of Best Employers in Arizona for multiple years. * East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for multiple years. Employment Type: Full-time Base Salary: $77,870.00 Calendar: Certified Exempt, 191 workdays Benefits: Sick leave, holidays, matched retirement through the Arizona State Retirement System, health, and life insurance Performance Pay: Available annually New Hire Experience: $500 for each full-time year of certified teaching or verified like experience New Hire Education: $65/hour of graduate level credits: BA +45 hours max, MA +60 hours max $1000 for advanced degrees Job Summary: The Board Certified Behavior Analyst provides consultation to special education teams for behavioral, environmental, and instructional support to develop strategies and interventions to maximize student achievement in the least restrictive environment. Candidates must complete an on-line application which requires appropriate Arizona certification, valid IVP Arizona Fingerprint Clearance Card, evidence of highly qualified status, three letters of recommendation, and transcript of credits. Key Responsibilities: * Conducting functional behavior assessments (FBA) to identify the causes and functions of challenging behaviors * Developing and administering skills assessments to evaluate clients' current abilities as well as monitoring progress and adjusting interventions as needed * Designing individualized ABA treatment plans tailored to the needs of clients, often in areas such as communication, social skills, daily living skills, and behavior reduction * Ensuring programs are aligned with evidence-based practices and ethical standards * Training and supervising Registered Behavior Technicians (RBTs), paraprofessionals, or other team members in the delivery of ABA interviews * Establishing systems for accurate data collection and analyzation skills to measure behavior changes * Educating and training caregivers, family members, and other support systems to generalize skills across settings * Adhering to the Professional and Ethical Compliance Code for Behavior Analysts established the Behavior Analyst Certification Board (BACB) * Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools Required Qualifications: * Graduate degree (master's or doctoral) in: behavior analysis, education, psychology * Special Education certificate * BCBA approved course sequence in applied behavior analysis * Minimum five years of successful classroom teaching experience * Working knowledge and experience of district, state, and federal special education rules, regulations and procedures * Supervised fieldwork Skills & Competencies: * Models the attributes and skills of the MPS Portrait of a Graduate * Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community * Strong understanding of ABA principles, methods, and techniques as well as knowledge of reinforcement systems, data collection, and analysis * Conducting Functional Behavior Assessments (FBAs) to identify the causes of challenging behaviors * Progress monitoring to evaluate intervention effectiveness and modify as needed * Knowledge of state and federal laws related to special education (IDEA, Section 504, IEPs, and BIPs) * Effectively explaining ABA principles to diverse audiences, including educators, parents, and administrators * Balancing caseloads and managing multiple tasks in a dynamic school environment * Advising school leadership on best practices for behavior management Work Environment & Physical Requirements: * Primarily based on one or more school campuses, including special education and general education classrooms * May involve travel between multiple schools within the district * Participate in team meetings, Individualized Education Program (IEP) meetings, and staff training sessions * May encounter emotionally charged environments due to student outbursts, conflicts, or high stakes problem-solving * Work during school hours, with occasional after-school or evening meetings or training sessions * May experience a fast-paced environment with frequent changes based on student or school needs * Frequently move throughout school buildings and grounds, including walking, standing, bending, or crouching * Ability to lift and carry materials or equipment up to 20-30 lbs. Equal Opportunity Employer Statement: Mesa Public Schools is an equal opportunity employer and complies with all applicable federal, state, and local laws regarding equal employment opportunity and anti-discrimination. The District strictly prohibits and does not tolerate discrimination against employees, applicants, or any other covered persons because of race, color, religion, creed, national origin or ancestry, ethnicity, sex (including gender, pregnancy, sexual orientation, and gender identity), age, physical or mental disability, citizenship, past, current, or prospective service in the uniformed services, genetic information, or any other characteristic protected under applicable federal, state, or local law. Applicants and employees may contact Human Resources to request reasonable accommodations needed to perform the essential functions of this position.

* Forbes named Mesa Public Schools in their list of Best Employers in Arizona for multiple years. * East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for multiple years. Employment Type: Full-time (40 hours per week) Base Hourly: $19.64 Class/Calendar: B21, 9.25 months Benefits: Sick leave, holidays, retirement matched through the Arizona State Retirement System, health, and life insurance Performance Pay: Available annually New Hire Experience: 1% of the base hourly rate granted for each year of verified like experience (within ten years) beyond the requirement, up to a ten-year maximum New Hire Education: 1% of the base hourly rate awarded for an AA or higher degree if not required for the position Job Summary: To support the safety, well-being, and success of students by assisting with behavior management and de-escalation strategies; to resolve behavior concerns and determine appropriate response; to observe and document student behavior; and to collaborate with staff to maintain a supportive and inclusive educational environment. Key Responsibilities: * Assist in non-crisis or physical intervention or restraint during de-escalation of students * Monitor, observe and document behavior of students in seclusion or reset room * May be required to assist students who need support in addressing personal care needs due to a severe medical condition and/or physical limitations (i.e. toileting, feeding, dressing suctioning, etc) to ensure their functioning in a school environment * Transfer and/or lift students to assist them in the performance of their daily activities * Identify students and non-students who are in violation of school rules or state laws and report to the appropriate authorities * Assist with student supervision and transitions throughout the school day and in various school settings to promote safety, engagement, and appropriate behavior. * Assist bus driver with bus security and discipline problems; ride school bus as needed * Identify students and non-students who are in violation of school rules or state laws and report to the appropriate authorities * Serve as witness in a disciplinary due process hearing or court case as required * Participate in meetings to share information and observations, collaborate with team members, and improve strategies, skills, and knowledge for student support * Submit oral and written reports to school/district as required * Ability to work over contractual hours when needed * Regular and on-time attendance required * Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools Required Qualifications: * High School diploma or GED required Preferred Qualifications: * Previous work with students * Previous work in security Skills & Competencies: * Models the attributes and skills of the MPS Portrait of a Graduate * Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community * Ability to communicate effectively with students, staff, parents and public; good verbal and written communication skills * Ability and willingness to work with special needs students * Ability to stand or walk for long periods of time Work Environment & Physical Requirements: * Work is primarily on-site at schools (elementary, middle, or high schools) * Constant movement between locations * Responding quickly to incidents, emergencies, or behavioral issues * May deal with confrontations, disciplinary issues, or safety threats * Requires maintaining composure and professionalism under pressure * Patrolling large campuses or responding to incidents quickly * Occasionally lifting or restraining students (if trained and necessary). * May need to lift up to 120lbs Equal Opportunity Employer Statement: Mesa Public Schools is an equal opportunity employer and complies with all applicable federal, state, and local laws regarding equal employment opportunity and anti-discrimination. The District strictly prohibits and does not tolerate discrimination against employees, applicants, or any other covered persons because of race, color, religion, creed, national origin or ancestry, ethnicity, sex (including gender, pregnancy, sexual orientation, and gender identity), age, physical or mental disability, citizenship, past, current, or prospective service in the uniformed services, genetic information, or any other characteristic protected under applicable federal, state, or local law. Applicants and employees may contact Human Resources to request reasonable accommodations needed to perform the essential functions of this position.

Maricopa Unified School District #20 Human Resources 44150 West Maricopa/Casa Grande Highway Maricopa, Arizona 85138 ************ - main number ************ - fax number Behavior Technician - Exceptional Student Services SALARY: Approved Classifed Compensation Plan (Education and Experience) General Statement of Responsibilities: The Behavior Technician provides support to the classroom teacher and is responsible for providing academic and behavioral support to students by keeping students on-task and following the behavior plan established by the IEP team. The Behavioral Technician will assist in the implementation of a written positive behavior support plans as directed by the ED-P certificated staff. This will include one-on-one behavioral interventions and skill development activities. Services will be provided to children with challenging behaviors ages 5 through 21 in the classroom and/or on school transportation as needed. Principal and Essential Functions * Ensure students get from school transportation to the classroom and back in the afternoon. * Assist teacher in implementing classroom management and social skill training, including one-on-one student assistance as needed * Provide academic and behavioral support to students providing a positive reinforcement across all environments. * Develop student's self-responsibility for behavior at school and at home. * Maintain accurate reports on students and their behavioral needs to assess each student's improvement. * Assist with developing lesson plans and activities to meet student's needs to teach academic skills such as reading comprehension, math, and spelling. * Prepare charts and graphs as needed, complete and maintain data sheets daily. * Periodically report teacher/student progress or concerns to the ED-P counselors. * Work with staff members to enhance and ensure students are receiving quality educational support * Maintains knowledge of individuals, their health/medical needs, and their service plans. * Provides support as scheduled and as outlined in each Individual Education Plan and assists the individual in achieving their goals. * Maintains an accurate record of services delivered for MIPS billing. * Documents data and notes to adequately show individual's progress toward goals on IEP goals. * Ensures that the certificated staff is informed of events impacting individuals receiving support and services. * Completes a minimum of 45 hours of training every 3 years in continuing education related to children with developmental disabilities and challenging behavior. * Other duties as directed Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see and use repetitive motions, While performing the duties of this job, the employee may frequently lift and/or move up to 100 pounds. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands and interact with the public and other staff. Education and/or Experience: High School Diploma/GED and meets the State and Federal guidelines for a highly-qualified paraprofessional (PRAXIS or Work Keys test accepted, or Associate's degree, or, 60 college credits.) Bilingual preferred. Valid Arizona DPS IVP Fingerprint Clearance Card. AN EQUAL OPPORTUNITY EMPLOYER The Maricopa Unified School District does not discriminate on the basis of race, color, religion, national origin, sex, disability, age or sexual orientation in admission and access to its programs, services, activities, or in any aspect of their operations and provides equal access to Scouting America and other designated youth groups. The Maricopa Unified School District also does not discriminate in its hiring or employment practices. The following employees have been designated to handle inquiries regarding the nondiscrimination policies: Title IX Coordinator Assistant Superintendent of Human Resources: Address: 44150 W. Maricopa/Casa Grande Highway Maricopa, AZ 85138 Telephone Number: ************ Email:******************* Section 504/ADA Coordinator Director of Exceptional Student Services Address: 44150 W. Maricopa/Casa Grande Highway Maricopa, AZ 85138 Telephone Number: ************